RtI - Response to Intervention (June 14th)

1974, congress enacted Education for All Handicapped Children Act 94-142
*updated every five years
*2004, updated to IDEA (Individuals with disabilities education act)

IDEA

removed discrepancy model and determining qualifier for special ed
Wisconsin's New Rule for SLD (specific learning disabilities)
- November 30, 2013, schools must use RtI as a model to determine special education qualifying students
- initial evaluations and documentation must show at least 1.25 standard deviations below the mean in one or more of eight areas
- An IEP team may determine the classroom instruction to be inadequate and, therefore, not qualify for an IEP
- SLD criteria
  - oral expression
  - listening comprehension
  - written expression
  - basic reading skill
  - reading fluency
  - reading comprehension
  - mathematics calculation
  - mathematics problem solving
- exlusionary factors
  - environmental, economic disadvantage, or cultural factors
  - lack of instruction, including in the essential components of reading instruction

Discrepancy Model

used to determine eligibility for SLD services
focused on the discrepancy between intellectual ability and academic performance
wait-to-fail model

IDEA (2004) transitions to RtI

RtI

RtI Guiding Document.pdf

(d2l handout)

intervene early
use multiple/on-going data points to make decisions
focus on student's performance on benchmarks as well as their pre-and post-intervention performance

Culturally Responsive Practices (CRP) (orange color in the middle)
*Wisconsin is unique in using CRP
Culturally Sensitive Resources:
teachingtolerance.com

Questions to Ask...

Is a particular assessment normed on a population that represents our students?
What does our data tell us when we disaggregate by race, by language proficiency, by socioeconomic status?
Do all students benefits from our current instructional practices, or only some of them?
Do we adjust our instructional practices and procedures based on our results?

Here is a link to a website for Culturally Responsive Practices:
http://www.intime.uni.edu/multiculture/curriculum/culture/teaching.htm

Collaboration

systematic:
- flexible/fluid based on student needs
- formal and informal communication:
  - professional learning communities
    - What do we expect all students to learn?
    - What are the essential outcomes?
    - How do we know they have learned?
    - What assessments provide that information?
  - problem solving teams
  - families
none of us is as smart as all of us!

Balanced Assessment

balance does not mean equal
includes
- formative
- benchmark (MAP testing)
- summative
Uses:
- pre-assessment
- student self-assessment and goal-setting
- accountability
- screening
- diagnosis
- progress monitoring
continuous review of student progress

High-Quality Instruction

link to common core with high-quality instruction
Universal Design for Learning
concept comes from architecture--works for both handicapped and fully-functioning students)
- ramps
- curb cuts
- electric doors
- captions on tv
- easy grip tools
- (more resources on www.cast.org)